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Preparation for Live Self Assessment - final

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by

Tony Davis

on 11 September 2014

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Transcript of Preparation for Live Self Assessment - final

Are we
getting there?
Did we
get there?
The Data Springboard
B-team data:
end of season
historic
live
mid-game
List the possible causes, the reasons, a
learner may find it difficult to concentrate
external personal/domestic/social issues
2 Individualisation
the work is too hard or too easy
the lesson strategy is insufficiently thought provoking
there is too little experiential learning
the learning is not personal
1 Foundation
the learning environment is insufficiently stimulating
the teaching is uninspiring
the teacher has a poor awareness of different learning styles
other learners are also disengaged
4 Aspiration
not enough is expected of them
insufficient emphasis on independent learning
3 Motivation
insufficient use of shared experience
insufficient personal investment in the group
the teacher does not make sufficient use of open and directed questioning
the teacher does not create/use sufficient opportunities for coaching
the teacher does not use developmental feedback well
Indicators of disengagement

slow progress with assignment work
below profile attainment
poor attendance
poor punctuality
poor quality work


lack of concentration
listlessness
lack of curiosity
few questions asked (by the learner)
poor recall
poor understanding
Preparing for
Live Self Assessment

Writing an e
f
fective self-assessment report
and quality improvement plan

Tolerate Hate
1 2 3 4 5 6 7 8 9 10
Self-assessment rubric
Self-assessment rubric
For an SAR to work its magic it has to meet one essential criteria:
 
it should audience
If staff have the funders or the inspectorate in mind when working on the SAR it will:

 skew the writing and make much of it redundant
undermine the development plan
flaw the whole process by turning it into a bureaucratic exercise.
Writing judgements which are:
 
relative
masking
not learner centred
systems focused
descriptive
Common Issues
“Improved use of learner feedback”
Relative
“more effective”
“significantly improved”
“much progress”
“The development of an Operations Directory through the national VLE has improved access for staff to policy documents and procedures.”
Masking
Is it that:
quality systems are dysfunctional and failing to improve provision because staff do not use appropriate paperwork, procedures and/or resources?
staff are exhibiting inappropriate behaviour as they are not clear about the organisation’s expectations?
safeguarding practice is well meant, but misunderstood leaving both staff and learners vulnerable to false accusations?
A vast improvement on previous year's performance, both in numbers of learners enrolled onto IT courses and on the number of achievements and success rates.

Learners are given the opportunity to undertake SFL programmes before enrolling onto IT programmes to get used to the learning environment, this has resulted in learners achieving more than they originally expected, and feeling a lot more confident with IT courses when doing them.
Greater emphasis is being placed this year on centre health visits by managers, these will be collated on a quarterly basis and used to enhance the development plan of the business.
Not learner centred
“inconsistent”
“not enough”
“underdeveloped”
“Clear strategic vision from the managing director
and company owner”
Is it that:
the strategy has enabled the provider to establish a clear set of quality indicators against which staff assessed their own performance, understood their areas for improvement and developed their capacity to improve the learners’ experience?
the strategy to involve learners and other stakeholders in the decision making of the organisation has led to a greater understanding of its areas for improvement?
the strategy has improved outcomes for learners? (And if so, how, what..?)
“committed staff”
“excellent relationships with most employers”
“senior management membership of national organisations”
Systems focused
“Regular, relevant training packages have been offered, or are planned, for all assessment staff and managers covering topics such as: equality and diversity, IAG, H&S, child protection etc.”
“Particularly flexible delivery of training and assessment”
“Good management information system”
“Good staff development”
Highly qualified and experienced tutor support available throughout our whole network of centres. We use Google Chat as a powerful communication tool to give all tutors full access at the click of a button to several L5 and L6 tutors, as well as all managers.

Staff development is a key area of development and we continuously strive to ensure that, where possible, all staff are supported through whatever training they would like or need for the purpose of their work.

In addition, towards the end of this academic year we recruited a Staff Training Manager whose primary function is to concentrate solely on the development of our staff, providing specific and relevant training programmes, both internal and external.
Descriptive
“We have exceeded our recruitment targets for the past two academic years across all age groups; 16-18, 19-24 and 25+. All targets for Train to Gain have been achieved. We have gained National Skills Academy Centre of Excellence status in XXX SSA and have become a national approved provider. We receive repeat business from a large percentage of our employers and learners progress from qualification to qualification.”
Descriptive text:

Promotes bureaucracy
Prevents staff from seeing the way forward clearly
SAR Rubric
“Learner surveys and evaluations are carried out periodically, after induction, bimonthly and at the end of programme.”
A judgement has a non-negotiable format
Magic happens
“Learners progress from qualification to qualification.”
learners’ progression to further qualifications is
when you add the grade
Self-assessment rubric
ignore the third-party
Development
planning
Keeping to the width of an A4 page
Failing to start each line with a crisp issue
Using headline/end-of-year measures as targets for success
Failing to generate specific diary entries
Failing to start each line with a crisp issue
Using headline/end-of-year measures as targets for success
Relative
Masking
Systems focused
Not learner centred
Not learner centred
To be effective it must have two components:
a descriptor
grade
the on the learner
impact
good
SAR Rubric
In your own reports, find (at least)
something 'good' (definitely not outstanding)
a key weakness
Now rewrite your chosen 'good' bullet, focusing on impact
The Good Bullet 'However' Test
If you haven’t:
this aspect of your provision may not improve
your self-assessment report is not a roadmap to outstanding
Do you now have perfect SAR text?
Revisit your 'however' from earlier
and your chosen weakness and
ask 'why' five times

What are your
fundamental/crisp issues?
Check your QIPs
for any headline data.
What should you use instead?
Because it’s ‘terminal’ data. You can’t derive any meaningful milestones from them and so you can’t use them to influence the outcome before it’s too late.
Masking; relative; not learner centred; systems focused; descriptive.
Use of a single row across an A4 page; fail to start an improvement line with a ‘crisp’ issue; use of headline data in the ‘target’ column; they fail to project manage the resolution of the issues.
To influence the outcome of the game before it finishes.
The third-party audiences.
‘However’.
Writing it with a third-party audience in mind.
You stop asking ‘why’.You stop asking ‘why’.
Because it’s a list of actions you audit, rather than a list of impacts you evaluate.
Judgement; impact.
The impact you want to have. (Not what you intend to do.)
Self assessment 10-point plan
Check your SAR
Does it avoid the five errors?
Is it restricted to the analysis and evaluation of impact on learning?
Does virtually every sentence follow the self-assessment rubric?
Does it cover the whole of the learner’s journey?
Add a reference number to every issue and ‘however’.
In light of the above, edit your SAR as required.
Check your QIP
Bring forward all crisp issues, ‘howevers’ and their reference numbers into the QIP.
Have you avoided using headline date in the ‘issues’ and ‘target’ columns, and have you asked ‘why’ until you’ve got to the root cause?
Produce ‘gold standard’ resolution statements for each issue.
Produce quantifiable milestones for each issue.
Set the timescale for the resolution of each issue.
A-team data:
tony@ccqi.org.uk
Twitter: @c4cqi
Full transcript